Resumo

LASSALA, Karla Karlburger Moreira  e  ALVES-MAZZOTTI, Alda Judith. Identidade docente e gênero: representações de estudantes de pedagogia e de professores. Revista da FAAEBA: Educação e Contemporaneidade [online]. 2009, vol.18, n.32, pp.95-104. ISSN 0104-7043.

The objective of this research was to analyze and to compare the representations of teacher constructed by Education students from Universities of Rio de Janeiro. We had as hypothesis, that these representations would vary in function of gender. The Social Representation’s theory in its structural approach was adopted as theoretical support. The study used part of the database about representations of the teaching task, developed by the International Center of Studies in Social Representations and Subjectivity - Education, revisiting these data through the gender grid. Interviews were also done with groups of male and female teachers. Results indicated that, although the central nucleus of both representations shows the element educator, in the female group the direction of this element are modified by the term dedication, traditionally attributed to the teaching of the first years and also present in the nucleus, leading to the conclusion that the representations of both groups are different. The analysis of the peripheral systems, responsible for the practice and stability of the nucleus, confirms this conclusion, since they point out a strong affective aspect of teacher’s practice in the female group, contrasting with the attributed professional direction of teaching in the male group.

Palavras-chave : Social Representation; Gender and Teaching; Teacher’s Identity; Teacher’s Work.

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